Literature Unit by: Read, Write: Learn! 2017 Amy S.
Smile By: Raina Telgemeier 214 pp.
Genre: Narrative Nonfiction: Memoir; Graphic Novel
Reading Level (Fountas and Pinnell): S; GLE 4.3; Lexile: GN410L
Interest level: Grade 4-8 (The content of this text is specifically aimed towards middle school learners.)
Smile, told through a graphic novel format, is the story of Raina, her journey with dentists and orthodontists, and her experiences in middle school and high school. Smile is a great high interest, low readability book especially for girls in late elementary through middle school.
New York Times bestseller
Finalist for the Children’s Choice Book Award, 2011
Winner of the 2011 Eisner Award for Best Publication for Teens
Winner of the Dorothy Canfield Fisher Award, 2012
ALA Notable Children’s Book, 2011
Vocabulary and Vocabulary Definitions per chapter
Completed Character Development Chart
Questions and Suggested Answers to Questions per chapter
Related Common Core Standards
**Vocabulary options: students find unfamiliar words to define; students are given a list of words to define while reading; students are given a list of words with definitions to refer to while reading.
Definitions to vocabulary words from: http://www.wordcentral.com/
**Print multiple copies of the Frayer Vocabulary Template for students to use while reading Smile.
You will probably want 10-16 copies per student.
**Many questions are based on Fountas and PInnell Levels R/S Guided Reading Comprehension Questions.
**Note: Answers to questions are given to help the teacher guide the discussion - especially if the teacher has not had time to read the text. Allow students to discuss their answers, probing for evidence from the text. A few questions do not include an answer, as the answers are interpretations from the text. It is each teacher’s discretion as to assigning some or all of the questions, written or oral responses.
If you are working with a younger, first semester fourth grade group, this unit will best be led by a teacher. Research has shown that comprehension is improved when readers discuss text with the guidance of a teacher. In addition, readers gain better comprehension of the text when responding to the text in writing and then discussing the text. Keep in mind, during independent reading time, learners should be reading text for more of the time period than responding to the text.
Templates for completing chapter summaries (who, did what, where, when and why) questions for each chapter and lines for answering questions.
Option of defined or undefined vocabulary words for each chapter
Template for completing Frayer Vocabulary Models
Character Development Chart Template
Character Personality Traits Chart